Hidden Challenges to Education Systems in Transition Economies

Berryman, Sue E.

doi:10.1596/0-8213-4813-2

Cited by 59 publications

(29 citation statements)

References 19 publications

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“…Furthermore, the market economies demand new abilities of students, like managing skills and high flexibility that were not fostered under the communist regime (Berryman, 2000). In the phase of transition, where old practices become obsolete and new opportunities arise quickly, allocative skills like the ability to take appropriate decisions, which constitute an important effect of schooling (Schultz, 1975), are rewarded greatly and affect the income distribution.…”

Section: Introductionmentioning

confidence: 99%

Schooling quality in Eastern Europe: Educational production during transition

Ammermüller

Heijke

Wößmann

2005

Economics of Education Review

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This paper uses student-level Third International Mathematics and Science Study (TIMSS) data to analyze the determinants of schooling quality for seven Eastern European transition countries by estimating educational production functions. The results show substantial effects of student background on educational performance and a much lower impact of resources and the institutional setting. Two different groups of countries emerge. For the first group that features high mean test scores and has progressed far in transition, large effects of family background on student performance and a higher spread of test scores illustrate the similarity to Western European schooling systems, the performance of which it surpasses. Schools of the second group produce instead a denser distribution of educational achievement, characteristic of communist societies. r

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Section: Introductionmentioning

confidence: 99%

Schooling quality in Eastern Europe: Educational production during transition

Ammermüller

Heijke

Wößmann

2005

Economics of Education Review

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“…However, enrolment is easily measurable and is valuable information by itself. Other issues tackle the educational system in transition: the staff had been trained to teach in the old framework of central planning where skills were not developed or encouraged, while the required skills in a market economy are different (Berryman, 2000). As the system changed, workers trained under the central planning model were not qualified to work in a market economy.…”

Section: The Literature and Evidencementioning

confidence: 99%

Economic reforms and human development: evidence from transition economies

2015

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract Do market-oriented economic reforms result in higher levels of human well-being? This paper studies the impact of macro-level institutional and infrastructure reforms on the economic, educational and health dimensions of human well-being among 25 transition economies. We use panel data econometrics based on the LSDVC technique to analyse the effects of market-oriented reforms on the Human Development Index (HDI), as a measure of human well-being, from 1992 to 2007. The results show the complexity of reform impacts in transition countries. They show that institutional and economic reforms led to positive economic effect and significant impacts on other dimensions of human development. We find some positive economic impacts from infrastructure sectors reforms. However, not every reforms measure appears to generate positive impacts. Large-scale privatizations show negative effects in health and economic outcomes. The overall results show the importance of the interaction among different reform measures and the combined effect of these on human development. Acknowledgements: We gratefully acknowledge the inputs from Matthew Cable during the early stages of this research. We would also like to thank two anonymous reviewers for their helpful comments. The usual disclaimer applies.1

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“…Available international test data show that ECA (Europe and Central Asia) countries are significantly behind OECD countries in many such skills' [Berryman, 2000].…”

Section: Why Liberal Arts and Sciences Educationmentioning

confidence: 99%

Liberal Arts and Sciences Education: Responding to the Challenges of the XXIst Century

Джонатан¹

2015

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Abstract. This essay has two primary goals. First, it seeks to define liberal art and sciences as a system of higher education that involves curricular breadth as well as depth, student-centered teaching and academic and administrative structures which facilitate learning. Second, it makes the case for liberal arts and sciences education and why it responds to the demands of the XXIst century. The essay is informed by experiences of liberal arts and sciences education not only in the United States, where it has found its greatest influence, but by the growing movement to experiments in Europe, Russia, the Middle East, and Asia. At its core, liberal arts and sciences education is concerned about the development of students and their capacity to learn, to express ideas and communicate effectively, and to adapt to changing circumstances. In countries where vocational training, hyper-specialization and didactic pedagogic approaches dominate higher education, liberal arts and sciences education can offer an alternative that will resonate among students and faculty. It is not an easy system to adapt, but for many, the rewards have been well worth the investment.

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Hidden Challenges to Education Systems in Transition Economies

Cited by 59 publications

References 19 publications

Schooling quality in Eastern Europe: Educational production during transition

Schooling quality in Eastern Europe: Educational production during transition

Economic reforms and human development: evidence from transition economies

Liberal Arts and Sciences Education: Responding to the Challenges of the XXIst Century

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